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' 110.04. English Language Arts and Reading, Grade 1.
Introduction
Proficiency in Phonemic Awareness and Decoding Skills. At the beginning of Grade 1, all students need to be assessed to see if they have gained proficiency in phonemic awareness. For those students who have not demonstrated proficiency in phonemic awareness, individualized intervention strategies need to be implemented (see Figure 1 for assistance). At the end of the first semester of first grade, if students have not demonstrated proficiency in phonemic awareness and in decoding skills (see Figure 2 for assistance), intervention strategies need to be implemented (see Figure3 for assistance).
(2) The focus in first grade is on building independence in listening, speaking, reading, and writing. First-grade students listen to, discuss, summarize, and retell longer and more sophisticated children’s literature. They answer direct comprehension questions about text read to them. Later in Grade 1 they answer comprehension questions about text that they are able to read alone. They increasingly use correct grammar in oral conversation and begin to apply knowledge of contractions, capitalization, and punctuation in their writing. They orally segment and blend 4-sound words. They read and spell the 44 - 45 phonemes of English and read and spell 4-sound words that use basic phonograms. They learn word attack skills to decode 4-sound words correctly that use the most common English spelling patterns. They are learning strategies to decode multisyllable words that incorporate the previously learned spelling (orthographic) patterns. They apply print concepts (margins, headings, etc.) to writing and are able to compose short paragraphs and stories. They read for pleasure, and they read texts appropriate for building fluency.
(b) Knowledge and Skills
(1) Listening and Speaking Skills. The student listens to various types of children’s literature.
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The student is expected to:
(A) Listen to selections (e.g., nursery rhymes, fables, fairy tales, poems, classical literature, rhyming stories, factual stories about notable people, science, and history) which is rich in vocabulary (e.g., "The Boy at the Dike," "The Frog Prince," "Jack and the Beanstalk," "The Pied Piper of Hamelin," "Pinocchio," "The Princess and the Pea," "Hansel and Gretel," "The Knee-High Man," "Medio Pollito," "Rapunzel," " Sleeping Beauty," "Why the Owl Has Big Eyes," "The Tale of Peter Rabbit," "The Steadfast Tin Soldier," The Bears on Hemlock Mountain).
(B) Answer direct questions (in his/her own words) dealing with the elements of the selection.
(C) Discuss the meaning of words or ideas from story.
(D) Discuss the main idea or theme.
(E) Retell stories.
(F) Predict what happens next.
(G) Make up a new ending. |
| (2) Syntactic Awareness (Grammar). The student recognizes and uses verbs, contractions, capital letters, and end punctuation marks correctly. |
The student is expected to:
(A) Use proper form (person, number, tense) of the verbs "come," "see," "go," "do," "bring," "be," "have."
(B) Use contractions correctly (e.g., "isn't," "aren't," "doesn't," "don't").
(C) Use a capital letter at the beginning of a sentence and use proper end punctuation at the end of a sentence.
(D) Use commas, periods, exclamation points, and question marks.
(E) Identify the beginning and ending of a paragraph.
(F) Distinguish between declarative and interrogative sentences, and use the correct end punctuation. |
| (3) Phonemic Awareness. The student orally demonstrates phonemic awareness (the understanding that the spoken word consists of a sequence of elementary sounds). |
The student is expected to:
(A) Recognize and generate rhymes.
(B) Say the correct sound of the 44 - 45 phonemes of English (see Figure 1 for assistance).
(C) Three phonemes
(i) Using three phoneme words (consonant sound/vowel sound/consonant sound), identify whether cvc words match on initial, final, or medial phoneme.
(ii) Blend onset-rime into cvc word (e.g., b - at).
(iii) Divide cvc words into onset-rime (e.g., m - ap).
(iv) Blend phonemes into cvc word (e.g., l - a - p).
(v) Segment cvc word into phonemes (e.g., lap > lap).
(D) Four Phonemes
(i) Blend four phonemes into a word (e.g., j-u-m-p-> jump).
(ii) Segment four-phoneme words into phonemes (e.g., jump -> j-u-m-p). |
| (4) Penmanship. The student can demonstrate the basic principles of manuscript writing (both lower and upper case). |
The student is expected to:
(A) Practice good posture when seated at a table/desk for writing purposes.
(B) Practice proper pencil gripping (using correct fingers to form vise to hold writing tool) while correctly positioning hand and arm in relationship to paper and desk.
(C) Produce correct formation of letters using starting point, directionality, and ending point for each letter.
(D) Identify margins and margin forming lines.
(E) Identify appropriate times for writing outside the margin lines.
(F) Start writing close to left margin line.
(G) Form all letters so they rest on baseline.
(H) Demonstrate correct starting point and stroke sequence for each letter.
(I) Form both lower and upper case letters in correct manuscript style.
(J) Form all letters so they occupy proper space in relationship to other letters.
(K) Allow space between words.
(L) Start next line at the left margin when one line is complete.
(M) Form both lower and upper case letters in correct manuscript style. |
| (5) Print Concepts. The student demonstrates knowledge of concepts of print. |
The student is expected to:
(A) Identify parts of a book (e.g., cover, title page, table of contents).
(B) Use table of contents to find name and page number of stories or chapters.
(C) Name the marks of punctuation (e.g., period, comma, question mark).
(D) Form the marks of punctuation (e.g., period, comma, question mark).
(E) Recognize the format of a paragraph. |
| (6) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English and their written representations. |
The student is expected to:
(A) Alphabetic knowledge
(i) Write the correct letter when given the letter name.
(ii) Give orally the correct letter name when given the letter.
(iii) Identify letters of the alphabet in a variety of type faces.
(iv) Arrange words in alphabetic order according to the first letter.
(v) Use the principle of alphabetic order to locate information in dictionary or other reference materials.
(B) Letter-sound ( phonics) knowledge
(i) Write correct basic phonogram when each of the 44 - 45 English phonemes is dictated. The following list is a general delineation of written representations of these phonemes and should be learned by the student as early as the student is able to assimilate them:
Advanced Basic Phonogram Chart
single letters a through z, including qu (/kw/)
er ay ou
ir ai ow
ur oy ck
or oi ew
ar aw ui
sh au ng
ch oo ph
th ee igh
wh ea ear(/er/)
These additional combinations should be learned in Grade 1 or no later than Grade 2:
ey ti (/sh/) dge
ie ci (/sh/) gh (/f/)
ei si (/sh/ /zh/)
(ii) Write correct basic phonogram when each English phoneme is dictated.
(iii) Say correct phoneme when shown each basic phonogram.
(iv) Read and spell correctly any cvc (consonant sound-vowel sound-consonant sound) word that uses the basic phonograms of English.
(v) Correctly read and spell any single syllable word of up to four sounds (up to cvcc-ccvc) that uses the basic phonograms.
(C) Word attack (advanced letter-sound)
(i) Read words with long vowel signaled by final e or silent e (e.g., a-e, e-e, i-e, o-e, u-e).
(ii) Read words with the most consistent vowel teams (ee, ai, oa, ea).
(iii) Read and spell correctly words with the letter y as in:
--yard, yes, canyon (consonant sound /y/) (occurs at the beginning of a word or syllable)
--my, cry (one syllable word ending in long i sound)
--gym (short i)
--baby, happy (short i and/or long e).
(iv) Read and spell correctly words with c (letter c usually borrows k sound, but borrows s sound if letter c precedes the letters i, e, or y).
(v) Apply flexibly "g before i, e, or y" to decode a letter such as g or j phoneme (letter g usually says its own sound but often borrows j sound if the letter g precedes the letters i, e, or y).
(vi) Identify that proper names do not always follow spelling conventions.
(vii) Identify the concept of "syllable" (i.e., a single speech impulse).
(viii) Count the number of syllables in a word (e.g., by clapping, by moving manipulative).
(ix) Identify open, closed, consonant-le and r-controlled vowel syllables.
(x) Read and write common prefixes (e.g., re, un) and suffixes (e.g., less, ness, ment).
(xi) Use common prefixes and suffixes to read and write multisyllable words formed with closed syllables (e.g., ad-ven-ture).
(xii) Use common prefixes and suffixes to read and write multisyllable words formed with open syllables (e.g., na-tion).
(xiii) Read, write, and spell consonant -le syllables (ble, cle, dle, fle, gle, kle, ple, sle, tle, zle).
(xiv) Use consonant -le to read and write multisyllable words made with closed and open syllables (e.g., ta-ble, hum-ble).
(xv) Read and spell single syllable words using r-controlled vowels (e.g., burn, star)
(xvi) Read and spell multisyllable words with r-controlled vowels with closed and open syllables (e.g., manner, mayor).
(xvii) Demonstrate possible pronunciations of the vowel in an open syllable (long as in ta-ble; short as in ha-bit; third sound as in wa-ter) and the usefulness of flexibility in applying this information in word attack.
(xviii) Use:
s/es for making plurals of nouns
's to show possession
s, ed, and ing for verbs.
(xix) Double the final consonant as required to keep the preceding vowel short when adding endings that begin with a vowel (e.g., hoped, hopped).
(xx) Double final f, l, s when spelling single syllable words with short vowel that ends in f, l, s (e.g., muff, doll, miss).
(xxi) Use ck to spell final k sound in single syllable words with short vowel (e.g., buck) .
(xxii) Read and spell words ending in tion (/shun/), sion (/shun/ or /zhun/), and cion (/shun/). |
| (7) Composition. The student demonstrates ability to compose and edit writing. |
The student is expected to:
(A) Distinguish orally between complete sentences and nonsentences.
(B) Utilize many opportunities to write sentences.
(C) Write expanded sentences.
(D) Share in group composing of brief accounts of experiences, letters, invitations, thank-you notes (e.g., teacher writes these which are then used for group reading, for individual reading, and later for individual copying.)
(E) Compose and write brief notes and invitations.
(F) Compose multiple examples of a short paragraph of three to four original sentences.
(G) Use correct capitalization (the pronoun "I"; the first word of sentence; names of persons and specific places; names of holidays, weekdays, and months), punctuation (end of sentence punctuation, comma between day and year, after salutation and closing of a letter), and apostrophe in contractions. |
| (8) Word Identification. The student reads high-frequency words. |
The student is expected to:
(A) Read regular high-frequency words rapidly that "play fair" by following spelling conventions.
(B) Read 100 irregular high-frequency words that do not "play fair," i.e., do not follow spelling conventions. |
| (9) Reading Comprehension and Fluency. The student recognizes the characteristics of various types of texts. |
The student is expected to:
(A) Identify text as written for entertainment (narrative) or for information (expository).
(B) Identify the character(s), setting, and plot in a narrative selection.
(C) Tell the main idea and relevant details of a selection.
(D) Answer short, factual questions over a book or a selection.
(E) Distinguish fact from opinion in various texts.
(F) Read fluently with expression that reflects meaning. |
| (10) Independent Reading/Assigned Reading/Guided Reading. The student listens independently to a wide variety of selections. |
The student is expected to:
(A) Listen daily to selections (e.g., fables, fairy tales, poems, classical literature, and factual stories about notable people, science, and history) that are challenging (at or slightly above the student's level of oral language comprehension).
(B) Read daily in selections that provide practice in decoding strategies that have been previously taught.
(C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).
(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a "typical" first grader reads approximately 60 wpm).
(E) Answer orally in his/her own words direct questions dealing with elements of the selection.
(F) Identify the storyline and main idea(s) of selections.
(G) Retell orally selections that have been read or listened to.
(H) Read orally with accuracy and expression, observing end of sentence punctuation and commas.
(I) Read and reread selections to improve fluency.
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| (11) Literary Emphasis. The student comprehends the content of text selections from different lands. |
The student is expected to:
(A) Identify the important literary content in the selections about different lands.
(B) Explain the storyline in selections about different lands. |
| (12) Literary Terms. The student defines and identifies examples of various literary terms |
The student is expected to:
(A) Define the following terms: drama (putting on a play, actors, actresses, characters, costumes, scenery, props), heroes, and heroines.
(B) Identify examples of literary terms (mentioned above) in literary selections.
(13) Inquiry, Research, Study Strategies. The student demonstrates knowledge of basic library/media center usage. The student is expected to:
(A) Check books out of the library/media center.
(B) Demonstrate proper care/handling of library/media center materials. |
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